Differentiate Instruction without Centers

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instruction-without.html What is d ifferent iated instruct ion?

It s cons istent ly and proact ive ly creat ing d ifferent pathways to he lp ALL your students to be successful . ~Betty Hol las

Planning Template

Learning Goal:

Know Goals:

Understand Goals: Do Goals:

Pre-assessment Strategy:

Students who know a lot:

Students who know some: Students who have a lot to learn:

Lesson Ideas:

Formative Assessment Idea:

Formative Assessment Idea:

Adjusted Lesson Ideas Based on Formative Assessment Data:

Anchor Activities for Enrichment:

Summative Assessment Idea:

Remember to Give Descriptive Feedback: Guide students to find what theyre doing well and what they need to work on.

Easily Tier Instruction: Standard: More Support: Less Support:

Turn Headings and Subheadings into Questions:

Lets Dream, Martin Luther King, Jr.!

By: Peter and Connie Roop

Headings Questions

Martin Luther King, Jr., is Born

When was Martin Luther King, Jr., born?

Mike King, Jr., Gets a New Name

Why did Mike King, Jr., get a new name? What was it?

Martin Learns More Lessons

What lessons did Martin learn?

Martin Learns a Bitter Lesson

What bitter lesson did Martin learn? How was it different from the previous lessons learned?

Martins First Sermon What was Martins first sermon about?

Martin Becomes a Leader What character traits did Martin possess to make him a leader?

Martin Makes a Difference How did Martin make a difference?

Word Splash: Brainstorm, Categorize, Prioritize, Reflect

http://www.tagxedo.com

Mineral Scale Story Written by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri

There once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the flurite next to the dog, Opalite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of moonshine. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds).

Source: www.ed2go.com -- Course: Differentiating Assessment Course Author: Cheryl Dick *http://www.ed2go.com/sde/online_course/4da/detail/Differentiating_K_12_Assessments.html

Word Splash Variations *Its better to modify one idea many ways than to have many ideas.

Vocabulary Review Splash five to 10 vocabulary words from your unit of study, and have students choose three to define.

Parts of Speech Splash 10 to 12 words, and have students find adjectives (or nouns, or verbs, or whatever part of speech you're teaching).

Sequencing Splash a list of five major events from a reading passage, and have students list them in the order they happened.

Predicting Splash five to 10 words from a story, and have students predict what will happen in today's reading selection.

Summarizing Splash who, what, when, where, why, and how information from a story, and have students write a summary with the information.

Quest ion ing Splash f ive to 10 major concepts from your un it of study , and have students write three or four quest ions they have about the informat ion .

Sorting Splash 10 to 15 words from your unit of study, and have students sort words into categories.

Assessment Menu Pre-Assessment Ideas

(Ungraded) Formative

Assessment Ideas (Ungraded)

Summative Assessment Ideas

(Graded) Multiple-Choice Questions Multiple-Choice Questions Multiple-Choice

Questions Student Response System (Clickers)

Student Response System (Clickers)

Student Response System (Clickers)

Constructed Response or Essay Questions

Constructed Response or Essay Questions

Constructed Response or Essay Questions

K-W-L Chart (K and W Sections)

K-W-L Chart (K and W Sections)

K-W-L Chart (L Section)

Every-Pupil Response Fist-to-Five Whiteboard

Response

Every-Pupil Response Fist-to-Five Whiteboard Response

Anticipation Guide Anticipation Guide Anticipation Guide Nonverbal Cues Nonverbal Cues Word Splash Word Splash Word Splash Visual Display Entrance Slip Exit Slip Exit Slip Think-Tac-Toe Four Corners Four Corners Muddiest Point Lesson Summary Lesson Summary

Poss ib le Scor ing Guide

4 Advanced In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught.

3 Proficient No major errors or omissions regarding the information. 2 Basic No major errors or omissions regarding the simpler details

and processes but major errors or omissions regarding the more complex ideas and processes.

1 Below Basic

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

*Modified from Robert Marzanos scoring guide.

Quick Check Skill: Cause and Effect

Name

Dat

e

8-15

8-16

8-19

9-2

9-15

10-4

10-2

7

1. Jonathan

4 3+

3+

4 4 3+

4

2. Billy

3+

4 3+

3 2+

3 3

3. Juanita

3-

3 3 3 3 3+

3+

4. Phyllis

4 4 4 4 4 4 4

5. Monica 4

4 4 4 4 4 4

6. Renee 2-

2 2 2 2 2+

3

7. Lawrence

3

3 3 3 3 3 3

8. Johnna 3

3 3 3 3 3 3

9. Enrique 4

4 4 4 4 4 4

10. Phillip 2

1 1 1 1 2 2+

11. Frankie 4 4 4 3 3 4 4

12. Bernica 3

3 3 3 4 4 4

13. Liam 3

3 3 3 4 4 4

14. Grant 3 3 3 3 3 3 4

15. Shirley 2

2 2 2 2 1+ 1+

16. Nicolas 1+

2 2 2 3 3 3

17. Frances 2 2 2 2 3 3 3

18. Timothy 3

3 3 3 3 4 4

19. Lindsey 3

3 3 3 3 3 3

20. Ferdinand

4 4 4 4 4 4 4

21. Lao 4 4 4 4 4 4 4

22. Dimas 1 1 1 2 2 2 2

23. Jackson 1 1+ 1+ 1+ 2 2 2+

24. Hailey 4 4 4 4 4 4 4

4 = Advanced 3= Proficient 2=Basic 1=Below Basic

References and Research-Based Citations

Allen, R. (2010). High-Impact Teaching Strategies for the XYZ Era of Education. Boston, MA: Pearson Education, Inc.

Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press.

Allington, R. (2006). What Really Matters for Struggling Readers: Designing Research-Based Programs. Second Edition. Boston, MA: Pearson Education, Inc.

Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to Big Blocks. Greensboro, NC: Carson-Dellosa Publishing.

Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC: Carson-Dellosa Publishing

Dorn, L., Soffos, C. (2012). Interventions That Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3. Boston, MA: Pearson Education, Inc.

Elliott, L. (2011). Teach Like a Techie: 20 Tools for Reaching the Digital Generation. Peterborough, NH: Crystal Springs Books.

Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books.

Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners Potential. San Francisco, CA: John Wiley & Sons.

Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing.

Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA

Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD.

Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development.

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